ISSN: 2222-6990
Open access
Motivation to learn is undoubtedly pivotal to determine success in learning. It can be driven by various internal and external factors. Hence, this quantitative study aims to explore motivational factors in learning among undergraduates. The instrument used is a survey, which is adapted from Pintrinch & De Groot (1990). The survey consists of four sections, which are Demographic Profiles, Value Components, Expectancy Components and Affective Components. A total of 24 items are tested for this study with a 5-Likert scale rating ranging from 1 (Never) to 5 (Always). 132 undergraduates majoring in Business and Science & Technology fields from two universities in Malaysia completed the survey, which was administered online. Generally, the findings revealed that ESL learners’ motivation in learning ESL were derived from diverse intrinsic and external factors, with higher mean scores for external factors. The results of the study indicate interesting implications for educators in assisting learners to achieve success, as well as the learners themselves to be aware of their own motivational factors.
Ajmal, M., Keezhata, M. S., Yasir, G. M., & Alam, S. (2021). Exploring the role of motivation in english language teaching: learners and teachers perspective. Psychology and Education, 58(1), 534-545.
Allum, L. (2020). Student and teacher perceptions of student motivation among Korean university English as a second language (ESL) students. Indonesian TESOL Journal, 2(2), 81-98.
Anam, I., Rizwan, A., Ali, H., & Mughal, W. (2019). Factors affecting the motivation level of undergraduate ESL learners at University of Sargodha, Pakistan. Modern Journal of Language Teaching Methods, 9(2), 1-12. DOI: 10.26655/mjltm.2019.2.1
Anuar, N. A. K., Zakaria, N., Ibrahim, N., Mokhtar, M. I., Jasman, N. H., Yunos, D. R. M., & Rahmat, N. H. (2023). The Influence of Learners’ Motivation and Self- Regulated Learning Behaviour. International Journal of Academic Research in Business and Social Sciences, 13(6), 520 – 536. http://dx.doi.org/10.6007/IJARBSS/v13-i6/17114
Nevisi, B. R., & Farhani, A. (2022). Motivational Factors Affecting Iranian English as a Foreign Language (EFL) Learners’ Learning of English Across Differing Levels of Language
Proficiency. Front. Psychol. 13:869599. doi: 10.3389/fpsyg.2022.869599
Dang, T., Le, V., & Ha, T. (2021). Factors Affecting Motivation of English-Majored Students Towards Learning English at a University in The Mekong Delta, Vietnam. European Journal of English Language Teaching, 6(6).
doi:http://dx.doi.org/10.46827/ejel.v6i6.3952
Ekiz, S., & Kulmetov, Z. (2016). The Factors Affecting Learners’ Motivation in English Language Education. Journal of Foreign Language Education and Technology, 1(1), 18-38. https://www.jflet.com/articles/the-factors-affecting-learners-motivation-in-english-language-education.pdf
Jackson, S. L. (2015) Research methods and Statistics-A Critical Thinking Approach (5tH Edition) Boston, USA:: Cengage Learning.
Mahmud, S., Akmal, S., & Arias, A. (2023). Is it More Intrinsic or Extrinsic? The Motivation of Gayonese EFL Students to Learn English. Jurnal Ilmiah Peuradeun, 11(1), 253-278. https://doi.org/10.26811/peuradeun.v11i1.816Others
Nadeem, N., & Moin, M. (2023). Effects of Intrinsic and Extrinsic Motivation on ESL Learners’Reading Comprehension Skills at Tertiary Level. Pakistan Journal of Society, Education and Language (PJSEL), 9(2), 134-146.
Pintrich, P. R., & De Groot E. V. (1990). Motivational and self-regulated learning Components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. Retrieved from https://psycnet.apa.org/doi/10.1037/0022-0663.82.1.33
Rahmat, N. H., Sukimin, I. S., Sim, M. S., Anuar, M., & Mohandas, E. S. (2021). Online learning motivation and satisfaction: A case study of undergraduates vs postgraduates. International Journal of Asian Social Science, 11(2), 88-97.Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: definitions, theory, practices, and future directions. Contemp. Educ. Psychol. 61:101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Wegner, C., Minnaert, L., & Strehlke, F. (2021). The importance of learning strategies and how the project ‘Kolumbus-Kids’ promotes them successfully. European Journal of Science and Mathematics Education, 1(3), 137–143. https://doi.org/10.30935/scimath/9393
(Rahman et al., 2024)
Rahman, S. A. S. A., Zakaria, N., Nasarudin, M. R., Rahmat, N. H., & Ngadiran, N. M. (2024). A Study of Learners’ Perception of Affective, Value and Expectancy Components in the Learning of ESL. International Journal of Academic Research in Business and Social Sciences, 14(1), 3104–3114.
Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode